INSTITUCION EDUCATIVA CRISTOBAL COLÓN Bachillerato ...€¦ · INSTITUCION EDUCATIVA CRISTOBAL COLÓN Niveles: Pre-escolar, Primaria, Secundaria y Media Técnica Especialidad Comercio

You are what you read. Usted es lo que usted lee. Believe yourself. Cree en ti mismo 1

Material realizado por César Tenorio Toro. Licenciado en Lenguas Extranjeras Inglés-Francés, Universidad del Valle (2008).

Profesional en Estudios Políticos, Universidad del Valle (2014). Derechos Reservados de Autor 2015.

Learning English, Having Fun!!!

Guideline - Second Edition

By César Tenorio Toro

“Today a reader, tomorrow a leader” ~Margaret Fuller

STUDENT’S BOOK and WORKBOOK

Student’s name: ______________________________________. Grade: ____

INSTITUCION EDUCATIVA CRISTOBAL COLÓN Niveles: Pre-escolar, Primaria, Secundaria y Media Técnica Especialidad Comercio

Reconocimiento de estudios: Resolución Nº 1458 de Julio 1 de 2004 Bachillerato Nocturno por ciclos. Resolución 4143.0.21.11232 de 2010

Nit. 805009185-5 Código DANE 176001004256 Calle 44 No. 47A-16 Barrio: Mariano Ramos Tel: 327 49 72

SISTEMA DE GESTION DE CALIDAD - SGC- MECI-SISTEDA




ESTANDAR Promover en el estudiante la competencia comunicativa en lengua extranjera a partir de la comprensión y producción de textos orales y escritos relacionados con su cotidianidad, interés y entorno social, a fin de entablar una comunicación comprensible acorde al grado. DESEMPEÑOS primer y SEGUNDO PERIODO GRADO 9° - 10° 1. Comprensión de lectura. Usa las estrategias de lectura de Previewing y predicting para identificar la temática de un texto. 2. Producción de escritura. Escribe textos cortos y sencillos teniendo en cuenta vocabulario, estructuras gramaticales y de coherencia y de cohesión. 3. Comprensión de escucha. Identifica vocabulario e información básica. 4. Hace uso de la guía y del diccionario.

CATEGORIA

SUPERIOR

ALTO

BAJO

BASICO

Uso de guía y diccionario en clase

Trae a clase todos los elementos requeridos para las actividades

Lleva consigo la mayoría de elementos pedidos por el docente.

Trae a clase algunos de los elementos solicitados.

No trae material de trabajo a clase.

Presentación de tareas

Cumple los objetivos del deber académico y los tiempos estipulados a cabalidad.

Por lo general cumple los objetivos del deber académico y los tiempos de entrega.

Poco compromiso académico y personal en la presentación de deberes académicos.

Genera dispersión en la realización de los deberes académicos.

Producción oral

Expresa puntos de vista y solicita peticiones formales e información de manera fluida y respetuosa.

Expresa puntos de vista y solicita peticiones formales e información de forma lenta pero clara.

Presenta dificultad para lograr expresarse en el idioma.

No logra expresarse fluidamente. Debe practicar más.

Comprensión de escucha

Comprende los contenidos e información de los textos y conversaciones trabajados en clase.

Comprende parcialmente los contenidos y la información de los textos y conversaciones trabajados en clase.

Se le dificultad identificar parte de la información de los textos y conversaciones de clase.

Presenta dificultades para reconocer información básica en textos y conversaciones trabajados en clase.

Respeto y responsabilidad

Participa con entusiasmo, respeto, solidaridad y responsabilidad.

Participa con respeto y responsabilidad.

Debe demostrar mayor nivel de compromiso y responsabilidad.

Muestra apatía y desinterés.

READING STRATEGIES. What are Reading Strategies?

Reading strategies are purposeful, cognitive actions that students take when they are reading to help

them construct and maintain meaning. Strategies are tools to better understand a reading.

Before reading. Previewing and predicting (prever y predecir). Brainstorming. (lluvia de

ideas)

When you preview a reading assignment you become familiar with its contents and goals before you

start to read. This helps to make the reading an easier, faster, and more effective learning

experience.

BASIC PREVIEW 1) Read and think about the title. 2) Start turning the pages and read and think about each of the bold-face headings. 3) When you reach the end of the chapter, write down what these headings told you are purposes and goals for this chapter. Then start actively reading it.




a. Looking at the title of the selection and noting any sub-headings b. Reading any lead-ins—these are usually italicized c. Skimming the first and last paragraphs d. Looking at any accompanying graphics and captions e. Reading biographical information about the author f. Noticing the location of original publication

Predictions. Effective readers use pictures, titles, headings, and text—as well as personal experiences—to make predictions before they begin to read. Predicting involves thinking ahead while reading and anticipating information and events in the text. After making predictions, students can read through the text and refine, revise, and verify their predictions.

https://www.teachervision.com

How to Predict: 1. Consider what the style, title and subtitles, and photos tell you about the writing. 2. Consider what you already know about the subject. 3. Guess what the text is going to say.

1. Practice. Preview and predict.

Happy halloween!

1. The title means: a. a traditional celebration b. a graduation party

2. The text is going to be about: a. life in a public school b. a horror story

Go on https://www.youtube.com/watch?v=LzSiJun-sxc to check more about prediction.




Three friends in the zoo

1. Preview. What is the title? ___________________________________________________________ What can you see in the image? ________________________________________________ 2. Prediction. What does the title say? a. students are visiting the zoo b. animals in an laboratory c. adventures of good friends The text could be about a. Monkeys in great adventures b. some monkeys are in trouble in a laboratory

2. Practice previewing, predicting and brainstorming.

1. Mention what you can see. Mencione lo que ve. __________________________________ 2. Predict what the text is about. Prediga sobre que trata el texto. _______________________

While reading. Simply reading something is not enough. You should build upon what you already know by looking for new words and ideas when you read.




While Reading: 1. Highlight words and take notes. o Look at each sentence to find key words and ideas. o Take note of such words and ideas. o Pay attention to words that are repeated. They are probably important. After Reading: 2. Review highlighted words and take notes. 3. Consider what you have learned and how it affects you. 4. Keep track of what you have learned! Wh-questions. Las wh-questions son preguntas para pedir información específica sobre alguien o algo. WHAT: QUÉ WHOM: A QUIÉN – A QUIÉNES WHEN: CUÁNDO HOW MUCH: CUÁNTO – CUÁNTO CUESTA WHERE: DÓNDE HOW MANY: CUÁNTOS WHO: QUIÉN – QUIÉNES HOW OFTEN: CUÁN A MENUDO HOW: CÓMO HOW LONG: CUÁNTO TIEMPO DURA– QUÉ LONGITUD WHY: POR QUÉ HOW OLD: QUÉ EDAD WHICH: CUÁL – CUALES – QUÉ WHAT TIME: QUÉ HORA – A QUÉ HORA WHO ELSE: QUIÉN MÁS WHAT KIND: QUÉ CLASE – QUÉ TIPO

www.strategies-for-comprehension.com

Classroom language.

Good morning: Buenos días

Who is absent today? ¿quién faltó hoy?

Let’s start: comencemos

Open your notebooks: abran sus cuadernos

Write down: anoten / escriban

Open your guidelines on page…: abran sus

guías en la página…

Look at exercise: miren el ejercicio

Let’s say it together: digamoslo juntos

Your turn: su turno

Say it again please: digalo de nuevo por favor

Louder please: más duro por favor

Who knows the answer? ¿quién sabe la

respuesta?

How do you say …in English? ¿cómo se

dice… en inglés?

Give me your homework: entreguen la tarea

Have a nice day: que tengan un buen día

Have a nice weekend: que tengan un feliz fin

de semana

That’s all for today: es todo por hoy

See you on next class: nos vemos la próxima

clase

Say it after me: díganlo después de mi

How do ou spell this? ¿cómo se deletrea esto?

Who’s your partner? ¿quién es tu compañero?

Come here: venga

Go back to your desk: regrese a su puesto

Stand up: ponganse de pie




Sit down: sientese

Hurry up: apurense

Close the door please: cierre la puerta por

favor

Turn on the lights: encienda las luces

Turn off the lights: apague las luces

Wait a minute: espere un minute

Quiet, please: silencio por favor

Stop talking: dejen de hablar

Give that to me: deme eso

Don’t do that: no haga eso

Very good: muy bien

Try again: inténtalo de nuevo

Thanks: gracias

Sorry: lo siento

Can I go to the bathroom?

What time is it?

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3. Reading. a. Preview. What do you see in the picture? I see ___________________________________ b. Predict. What does the title mean? It means _________________________________ c. Predict. What could the text be about? It could be about ___________________________

Chronic Traumatic Encephalopathy

Preview. What can you see in the image? ________________________________________________ Prediction. What is the text going to be about? _______________________________________

Concussions are brain injuries that occur when a person receives a blow to the head, face, or neck.

Although most people who suffer a concussion experience initial bouts of dizziness, nausea, and

drowsiness, these symptoms often disappear after a few days. The long-term effects of concussions,

however, are less understood and far more severe.

Recent studies suggest that people who suffer multiple concussions are at a significant risk for

developing chronic traumatic encephalopathy (CTE), a degenerative brain disorder that causes a variety

of dangerous mental and emotional problems to arise weeks, months, or even years after the initial

injury. These psychological problems can include depression, anxiety, memory loss, inability to

concentrate, and aggression.

In extreme cases, people suffering from CTE have even committed suicide or homicide. The majority of

people who develop these issues are athletes who participate in popular high-impact sports, especially

football. Although both new sports regulations and improvements in helmet technology can help protect

players, the sports media and fans alike bear some of the responsibility for reducing the incidence of

these devastating injuries. Improvements in diagnostic technology have provided substantial evidence to

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link severe—and often fatal—psychological disorders to the head injuries players receive while on the

field.

Recent autopsies performed on the brains of football players who have committed suicide have shown

advanced cases of CTE in every single victim1.

Vocabulary. Find the meaning of these words. Busque el significado de las palabras. Concussion: Brain injuries: Blow: Bouts: Dizziness: Drowsiness:

Developing: Encephalopathy: Degenerative disorder: High-impact sports: Devastating injuries: Improvements:

Answer according to the text. Conteste de acuerdo al texto. What are concussions? ____________________________________________________________

What does produce encephalopathy? __________________________________________________

When do symptoms initially disappear? ________________________________________________

Which are the symptoms? ___________________________________________________________

Who are in more risk to develop encephalopathy? ________________________________________

How can athletes reduce injuries? ____________________________________________________

What psychological problems can be included? __________________________________________

What is Chronic Traumatic Encephalopathy (CTE)? _______________________________________

Vocabulary. Write new words you learnt. Escriba palabras nuevas que aprendió en esta lección. Reading comprehension. 1. The author believes that

1 http://www.readtheoryworkbooks.com

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a. Athletes are responsible for their injuries b. playing sports will get you insane c. doctors need to do more research 2. Each of the following statements are true, EXCEPT one. a. concussions develop into CTE b. football players are in high risk of killing fans c. some psychological problems are: depression, anxiety, memory loss, inability to concentrate, and aggression. 3. As used in paragraph 2, which is the best synonym for majority? a. superiority b. maximum c. great number of people d. adulthood. 4. As used in the end of paragraph 2, which is the best antonym for disorder? a. order b. arrangement c. organization d. method I. Writing. Producción escrita. 1. Do you know someone with depression, anxiety, memory loss, inability to concentrate, and aggression? Could it be CTE or anything else? __________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What do you think is the most important factor in reducing brain injuries and CTE in sports? ________________________________________________________________________________________________________________________________________________________________

Job interview. Entrevista de trabajo.

There is a time in life when every person needs to find a job whether it is pleasure or obligation.

Vocabulary:

Interviewer: entrevistador.

Applicant: aspirante, candidato.

Job: empleo

Employee selection: selección de personal

Work experience: experiencia laboral

Strengths: fortalezas

Skills: habilidades, competencias.

Research the Company: investigue la

compañia

Curriculum o Resumé: hoja de vida

Expectations: expectativas

Responsibilities: responsabilidades

Challenges: retos

Financial company: compañia financier

Accomplishment: logros, exitos

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Market: mercado

Supervisors: supervisores

Coworkers: compañeros de trabajo

Manager: gerente

Union: sindicato

Full-time job: empleo de tiempo completo

Company policy: politicas de la compañia.

Hard working person: persona dedicada al

trabajo

Work Schedule: horario de trabajo

Part-time job: empleo de medio tiempo

Team work: trabajo en equipo

Evaluation: evaluación.

The résumé

A résumé is a self-advertisement that shows how your skills, experience, and achievements match the requirements of the job you want. Una hoja de vida es una auto publicidad que muestra como sus competencias, experiencia y logros son acordes al empleo deseado.

Objective Interested in an opportunity as an English, Spanish or Social Studies teacher.

Education Master´s Program in the Teaching of English as a Foreign Language

Universidad ICESI Centro Cultural Colombo Americano

CALI BILINGÜE (2012)

Universidad del Valle Cali - Colombia Undergraduate Degree in Foreign Languages English-French (2008)

Universidad del Valle Cali - Colombia

Degree in Political Studies and Conflict Resolution (2014) Centro Cultural Colombo Americano Cali - Colombia

Teacher Training Course 2006 – 2007

OBM Cali - Colombia Certified English Learner (2006)

Seminar 2003

Universidad de Antioquia Medellín - Colombia

Primer encuentro de licenciados formadores en lenguas extranjeras participant Experience Schools

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Cristóbal Colón School (PUBLIC EDUCATION SYSTEM) 2010- present

Teach English as a foreign language to highschool students. Three parts of my class: Warm up, follow up and wrap up.

Review the development process with the students. Work on four – language skills: speaking and listening, writing and reading

WASHINGTON BILINGUAL SCHOOL

2009 - 2010 Teach Social Studies and English to primary and secondary students ages 08 to 18 years old.

Three parts of my class: Warm up, follow up and wrap up. Review the development process with the students. Work on four – language skills: speaking and listening, writing and

reading

Institutes CENTRO CULTURAL COLOMBO AMERICANO

2007- 2009 Teach English as a second language to teens 3 and 4 with 11 - 20 students in each class – ages 10 to 15 years old

Three parts of my class: Warm up, follow up and wrap up. Review the development process with the students. Work on four – language skills: speaking and listening, writing and

reading

Academia Popular de Inglés 2002 – 2005 Cali – Colombia

Academia de orden gratuito en la que un grupo de amigos decidimos enseñar inglés a habitantes de Jamundí entre los 10 y los 70 años de edad y que obtuvo gran acogida en la comunidad con más de 300 estudiantes durante 3 años. Fue un proyecto sin remuneración económica pero con la satisfacción de sembrar semillas de esperanza y formación.

Skills & Interests

Fluent in English and proficiency in Word, Excel, PowerPoint. I Love spending time with family.

Personal Information Place and Date of birth Cali – Valle Marital status In – law I.D 123456789 Address Street 12 park Avenue Telephones 55555555 E-MAIL [email protected] Pasado judicial 456782-987

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4. Writing. Make your own résumé. Haga su propia hoja de vida

PHOTO

Objective

Education

Job Experience

Skills & Interests

Personal Information Place and Date of birth

Marital status

I.D

Address

Telephones

E-MAIL

Pasado judicial

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5. Reading comprehension. Watch and listen to the video on: https://www.youtube.com/watch?v=TtFVaOFIOns

SIMÓN BOLIVAR

Where was Simón Bolivar from? ______________________________________________________________ Where did he die? ______________________________________________________________ Why is Simón Bolivar important for Latin American history? ______________________________________________________________ What countries won their independence from Spain? ______________________________________________________________ What is enlightenment? ______________________________________________________________ What countries were inspired by enlightenment to get freedom? ______________________________________________________________ What happened in the Battle of Boyacá? ______________________________________________________________ What countries made La Gran Colombia? _______________________________________________________________ Make a poster about ‘El Libertador’.

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6. Test.

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7. Vocabulary exercise. Complete the chart.

Verb Simple past Past participle Sentences

Go

Do

Think

Write

Read

Be

Begin

Break

Bring

Build

Buy

Choose

Cut

Draw

Drink

Drive

Eat

Forget

Get

Give

Have

Hurt

Know

Learn

Leave

Make

Meat

Pay

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Put

Ride

Run

See

Say

Sell

Send

Sing

Sleep

Smell

Speak

Spend

Swim

Take

Teach

Tell

Wear

Win

8. JOB INTERVIEW. Entrevista de trabajo. Imagine you are at a job interview. a) Tell me about yourself (past experience, strengths): ____________________________________ ________________________________________________________________________________________________________________________________________________________________ b) What do you know of the company? (Previous information): ______________________________ ________________________________________________________________________________________________________________________________________________________________ c) Why do you want to work there? (Aspects of the organization) _____________________________ ________________________________________________________________________________ ________________________________________________________________________________

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9. Listening. Job interview. Listen to the two (2) conversations2. Conversation # 1. Organize the conversation. Interviewer: Yikes! Thanks for your interest in this job. We'll be getting back to you. ______________ Applicant: I like to work alone on some things and then bring those things to the group. __________ Interviewer: Could you work for us in another state, if need be? ____________ Applicant: I need to stay in the area because of family. _______________ Interviewer: Do you value a steady job more or one that offers a chance to move ahead? _________ Applicant: Thank you so much for interviewing me this evening. __________ Interviewer: Happy to meet with you. Now, do you prefer group projects? _____________ Applicant: 75,000 per year. ________________ Interviewer: How much do you need to make per year? __________________ Applicant: I want to grow in my job and move ahead. ______________

1. Translate the conversation ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________

2 www.elfast.com

Documents

INSTITUCION EDUCATIVA CRISTOBAL COLÓN Bachillerato ...€¦ · INSTITUCION EDUCATIVA CRISTOBAL COLÓN Niveles: Pre-escolar, Primaria, Secundaria y Media Técnica Especialidad Comercio